"The learner was neither an 'empty vessel' to be filled with knowledge nor a 'blank slate' on which knowledge could be inscribed, but a system that learned through its own interaction with its environment." -- Learning by Design: Constructing Experiential Learning Programs, Weinberg & Weinberg.
The Steps
Piaget's model of learning comprises four steps:
Provocation
Disequilibration
Self-regulation
New learning
Provocation
We present the students with something that in some way challenges them. This could be as simple as asking for a list of words and putting the words on two different charts. It is like a foreign element in the SatirChangeModel.
Disequilibration
The learner literally is "off balance." This is the chaos stage in the SatirChangeModel. The student is looking for a way to take in or reject the provocation experience.
Self-regulation
Self-regulation comes comes in two forms:
Assimilation
Accommodation
Moving from disequilibration into self-regulation is like the transforming idea in the SatirChangeModel.
Assimilation
The learner rejects the data, experience, or considers "just like something else."
Accommodation
The learner rejects his/her existing model in lieu of the new information.
In reality, these are opposite ends of a spectrum. A given learner will often use one or both to varying degrees while self-regulating.
New Knowledge
As a result of the entire experience, the learner has new knowledge. This is something the learner constructed him/herself. We cannot control what the learner has learned but we can guide it through the design of experiential learning situations.
Piaget's Model of Learning Process
"The learner was neither an 'empty vessel' to be filled with knowledge nor a 'blank slate' on which knowledge could be inscribed, but a system that learned through its own interaction with its environment." -- Learning by Design: Constructing Experiential Learning Programs, Weinberg & Weinberg.The Steps
Piaget's model of learning comprises four steps:Provocation
We present the students with something that in some way challenges them. This could be as simple as asking for a list of words and putting the words on two different charts. It is like a foreign element in the SatirChangeModel.Disequilibration
The learner literally is "off balance." This is the chaos stage in the SatirChangeModel. The student is looking for a way to take in or reject the provocation experience.Self-regulation
Self-regulation comes comes in two forms:Moving from disequilibration into self-regulation is like the transforming idea in the SatirChangeModel.
Assimilation
The learner rejects the data, experience, or considers "just like something else."
Accommodation
The learner rejects his/her existing model in lieu of the new information.
In reality, these are opposite ends of a spectrum. A given learner will often use one or both to varying degrees while self-regulating.
New Knowledge
As a result of the entire experience, the learner has new knowledge. This is something the learner constructed him/herself. We cannot control what the learner has learned but we can guide it through the design of experiential learning situations.<--Back